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6 Outline of Work—N. C. School for the Deaf
4. Through number
(a) Recognition of number, using abacus, similar
objects, marks on slate, etc.
(b) Use of dissimilar objects
(b) Cultivation of touch
1. Through objects, geometrical solids, fabrics and
surfaces
(a) Seen, selected by touch
(b) Felt, selected by sight
(c) Felt, selected by touch
2. Through vibration
(a) Use of stringed instrument
(b) Use of piano
Hand-work—
(a) Coloring
(b) Cutting
(c) Paper-folding
(d) Pasting
(e) Following designs on sewing-cards and blocked
paper
(f) Weaving
Writing—
Throughout the first year and the years that follow,
writing is correlated with all other subjects. For the
first two or three years double-ruled paper and slates
are used. Only pencils and crayons are allowed. For
children who need special practice, copies may be set.
Number—
Number is so entirely correlated with speech and
speech-reading that it will not be treated as a separate
subject this year.
Speech-reading—
(a) Nouns—a fish, a ball, a baby, a cow, a flower,
a tooth, an arm, a spoon, a fork, a cat, a knife,
a boy, a girl, a thumb, a woman, a man, a shoe,
a pencil, some paper, a mouth, some bread, some
rnilk, some meat, some water, some candy

6 Outline of Work—N. C. School for the Deaf
4. Through number
(a) Recognition of number, using abacus, similar
objects, marks on slate, etc.
(b) Use of dissimilar objects
(b) Cultivation of touch
1. Through objects, geometrical solids, fabrics and
surfaces
(a) Seen, selected by touch
(b) Felt, selected by sight
(c) Felt, selected by touch
2. Through vibration
(a) Use of stringed instrument
(b) Use of piano
Hand-work—
(a) Coloring
(b) Cutting
(c) Paper-folding
(d) Pasting
(e) Following designs on sewing-cards and blocked
paper
(f) Weaving
Writing—
Throughout the first year and the years that follow,
writing is correlated with all other subjects. For the
first two or three years double-ruled paper and slates
are used. Only pencils and crayons are allowed. For
children who need special practice, copies may be set.
Number—
Number is so entirely correlated with speech and
speech-reading that it will not be treated as a separate
subject this year.
Speech-reading—
(a) Nouns—a fish, a ball, a baby, a cow, a flower,
a tooth, an arm, a spoon, a fork, a cat, a knife,
a boy, a girl, a thumb, a woman, a man, a shoe,
a pencil, some paper, a mouth, some bread, some
rnilk, some meat, some water, some candy